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1. Music playing. Introduce self and share background. Ask students to write name on a name tent. Kenosha Unified School District

Some comparisons have been made between standards and the blueprints for the foundation of a house.

Some comparisons then continue with the idea that benchmarks are like the interiors wall which divide the house. Curriculum could be thought of as the “decorating” or finishing of the details in building a house.

The reason for the distinction between the two is that the brain actually learns these two types of knowledge in different ways, indicated by the parallel, yet somewhat different phases for each type. We’ll talk about the steps for acquiring both types of knowledge.

Information stored this way may be difficult to retrieve.

Doing Laundry activity- handout Give reading time, then add title

Let’s take some time to look over these strategies in the teacher’s manual,pps 31-39

Use the activity in the Trainer’s Manual with compound words or geometric shapes.

Begin with cow overhead (2-12), or any other brainteasers (Lincoln, woman, old woman/man/child) How people organize information makes a difference in how they see it Talk about the six basic graphic organizers and how each one fits some content better than others

Let’s try out organizing reading material using a graphic organizer

This slide will build. Begin by having the group read the “Alcohol” text and organize it with the first graphic organizer. After a few minutes, apologize for interrupting their reading, then ask them to instead use the second graphic organizer. Discuss differences in how they were reading based upon the two different graphic organizers.

Show JFK pictograph and discuss. At table groups, chose a current topic and create a pictograph which will graphically organize the information available about the topic. Pt. Match the organizer with the way you would use it. Pt. Must select which is essential pertinent information to include. Reference page 40 in Teacher’s Manual and the strategies. Look over and scan for a few minutes.

THE ULTIMATE GOAL FOR MOST TEACHERS IS TO HAVE STUDENTS STORE IMPORTANT DECLARATIVE KNOWLEDGE (THE KNOWLEDGE THEY WILL NEED FOREVER AND EVER) INTO THEIR LONG TERM MEMORY

THINK, PAIR SHARE MUSIC RHYME VISUALIZATION ETC

ALTHOUGH YOU MAY NOT KNOW THE TERM MNEMONIC DEVICE, YOU PROBABLY HAVE USED SOME OF THEM. DOES EVERYONE KNOW WHAT THE THREE LISTED ABOVE STAND FOR?

LISTED ABOVE ARE SOME OF THE STORING STRATEGIES THAT CAN BE FOUND IN YOUR DOL TEXTS.

AS YOU KNOWN D2 IS DIVIDED INTO 2 SECTIONS - DECLARATIVE AND PROCEDURAL. WE’RE NOW GOING TO EXPERIENCE PROCEDURAL KNOWLEDGE FIRST HAND. CHOOSE A PROCEDURE FOR THE CLASS TO LEARN TOGETHER.

PROCEDURAL KNOWLEDGE INVOLVES THREE PROCESSES THAT PARALLEL THOSE FOR DECLARATIVE KNOWLEDGE. THEY ARE: CONSTRUCTING MODELS, SHAPING AND INTERNALIZING.

MOST TEACHERS DEMONSTRATE A PROCESS FOR LEARNERS. WHILE DEMONSTRATION IS IMPORTANT, WE NEED TO GO FURTHER. THE PROCESS MUST BE BROKEN INTO STEPS AND EACH ONE HAS TO BE CLEARLY DELINEATED. LISTED ABOVE ARE A NUMBER OF STRATEGIES FOR DOING THIS. THESE STRATEGIES CAN BE FOUND ON PAGES 62-65 OF YOUR TEACHER’S MANUAL.

AFTER YOU HAVE CONSTRUCTED A MODEL, THE NEXT STEP IS TO SHAPE IT. THIS STEP IS COMMONLY LEFT OUT OF THE LEARNING PROCESS USUALLY DUE TO LACK OF TIME OR LACK OF AWARENESS ABOUT HOW IMPORTANT THIS TASK IS.

13.
Declarative Knowledge “Know Stuff” What are the rules? What type of equipment do I need? What is the purpose of the game? What strategies are effective? <ul><li>Constructing Meaning </li></ul><ul><li>Organizing Information </li></ul><ul><li>Storing Information </li></ul>

15.
Procedural Knowledge “Know How To Do Stuff” How do I pass the ball? How do I shoot a free throw? Do I have other skills that are similar to the new ones I’m learning? <ul><li>Constructing Models </li></ul><ul><li>Shaping </li></ul><ul><li>Internalizing </li></ul>

17.
Declarative or Procedural? <ul><li>List the characteristics of a short story </li></ul><ul><li>Write a haiku poem </li></ul><ul><li>Write down the four major causes of air pollution </li></ul><ul><li>Turn on and shut down a computer </li></ul><ul><li>Prepare a slide for use on a microscope </li></ul><ul><li>Point to the constellation Orion </li></ul><ul><li>Solve for x, given y </li></ul><ul><li>Write a unit plan </li></ul>

31.
3 Minute Pause <ul><li>Ask students to do the following: </li></ul><ul><li>Summarize what they just experienced </li></ul><ul><li>Identify interesting aspects of what they just experienced </li></ul><ul><li>Identify confusions and try to clear them up </li></ul>

42.
Graphic Organizer Alcohol is a Dangerous Drug: Support 1: Support 2: Support 3:

43.
Visual Organizer <ul><li>With your partner, select a concept that is often difficult to teach in your area. Prepare a visual representation or graphic that will help students better understand that concept. </li></ul>

50.
<ul><li>She is singing Christmas Carols, hear them. </li></ul><ul><li>Under her right foot is a Virginia ham; smell and taste it. </li></ul><ul><li>In her left hand is a pen. </li></ul><ul><li>With her pen she is connecting dots in the air. </li></ul><ul><li>The picture formed by the dots is becoming clear. </li></ul><ul><li>It’s a long winding road. On the road is Marilyn Monroe going to Mass. </li></ul>

59.
Constructing Models for Procedural Knowledge <ul><li>Use “thinking aloud” to demonstrate a new skill or process </li></ul><ul><li>Use a list of steps </li></ul><ul><li>Use/create flow charts </li></ul><ul><li>Use mental rehearsal of steps involved in a skill or process </li></ul>

60.
<ul><li>Demonstrate and provide practice in the important variations of the skill or process </li></ul><ul><li>Point out common errors and pitfalls </li></ul><ul><li>Practice the procedure in many different ways </li></ul>Shaping Procedural Knowledge

61.
Internalizing Procedural Knowledge <ul><li>Help students set up a practice schedule. </li></ul><ul><li>Have students chart their accuracy when practicing new skills or process. </li></ul><ul><li>Have students chart their speed when learning a new skill or process. </li></ul>

62.
Internalizing Procedural Knowledge Practice Does Not Make Perfect, But Permanent

63.
Planning for Procedural Knowledge <ul><li>Think of a procedure you’ll be teaching this week and answer the following 4 questions: </li></ul>

64.
1.Which skill and processes do students really need to master? 2.How will students be aided in constructing models? 3.How will students be aided in shaping the skill or process? 4. How will students be aided in internalizing the skill or process?